Group 1

- Constructivism vs. objectivism

- Constructivism: learners can grow and change, perspectives affect learning, creative and
critical thinking, communication and dialogue, making connections
- Objectivism: knowledge is preset in a student’s mind, waiting to be learned, facts and
figures are prioritized, standardized testing, filling a brain with knowledge
- Memorizing answers, no critical thinking
- Classroom utilization: making a commitment every day to provide students with the opportunity
to grow. Knowing their brains are not fixed in place, giving them ways to think critically and
creatively, collaborate and communicate with others, and know that making mistakes is okay.

Group 2
- Discussions
- Validation for students to discuss what they’re thinking or learning, good way to broaden
perspectives, setup of classroom cultures to allow students to want to talk
- Leading questions versus open-ended questions
- Silence is key to getting students talking, prepare questions prior to discussion
- Classroom utilization: talking about techniques, skill, and inspiration to allow students to
collaborate and see what other students are doing, and maybe try it for themselves

Group 3
- Inquiry Lessons
- Ask question
- Investigation
- Produce product
- Metacognition (reflection)
- Classroom Utilization: I would use this to introduce students to a new or strange medium or style
of art. That way we can lead their learning with experimentation and exploration. Maybe spend a
few days exploring watercolor before creating a full scale piece.

Group 4
- Skills teaching
- Being mindful of every student’s learning needs
- Positive reinforcement is key
- 5 steps:
- Preparation
- Explanation 10%
- Demonstration 25%
- Practice 65%
- Application
- Classroom utilization: Nearly every lesson in art contains some form of skill teaching.
Explanation, demonstration, and practice are crucial steps for all art lessons. Hypothetically, this
could be used in class to teach shading shapes.
Group 5
- Questioning Strategy
- Teacher should be facilitator
- Planned questions are usually more impactful
- Wait time when asking a question!!
- Questions align with educational goals
- Encourage participation
- “Thank you for contributing”
- Extend question or reasoning
- Hear from different students, cold calling
- Socratic Seminar
- Set up guidelines before seminar
- Pre-activity to engage students prior to seminar
- Incentivize participation, keep track of who is speaking
- Reflection or application activity post-seminar
- Classroom Utilization: I would use these strategies during a critique of a project. I would be a
facilitator, but students would lead the discussion. Participation is crucial, and topics/questions
might be set up prior to the critique so students will know what to expect.
Group 6
- 5 elements
- Positive interdependence
- Face to face interaction
- Individual accountability
- Interpersonal skills
- Group processing

TRADITIONAL COOPERATIVE

Focus on individual performance only Focus on group performance, team effort mentality,
group and individual assessment

Little commitment to classmates learning Groups assist, support, and encourage each others
learning efforts

Unintentional forming of groups Intentional forming of small groups, pairing

strategically

No processing of how group is functioning, Students analyze how the group is functioning, how
quality of work they are using appropriate social skills, quality of work

Social skills are assumed/ignored Teamwork & social skills are emphasized, students
learn collaborative skills and are expected to apply them
- Classroom utilization: Cooperative learning is great in the art classroom. Group performance
and community mentality helps students learn about studio community and teamwork, bringing
everyone up and helping with communication.